Inclusión de estudiantes con discapacidad en instituciones educativas indígenas Pijao, en el municipio de Coyaima – Tolima: Una ruta de atención educativa contextualizada

Abstract

This doctoral thesis analyses the Inclusion of Students with Disabilities (IED) in indigenous educational institutions Pijao in Coyaima, Tolima, with the aim of examining current inclusive practices, identifying barriers and facilitators, and proposing strategies for effective intervention. Using a qualitative approach, data were collected through documentary analysis, focus groups, and semi-structured interviews with principals, teachers, students, parents, and community leaders. The results highlighted important challenges in the implementation of inclusive practices, such as the lack of accessible infrastructure, scarcity of adapted teaching resources, and limited teacher training in inclusion and cultural diversity. Despite regulatory advances in Colombia on educational inclusion, gaps persist in its application in indigenous institutions in Coyaima. The participation of educators is key, but areas for improvement are identified in the collaboration between schools, families, and community leaders. The thesis proposes strengthening teacher training in inclusive and intercultural education, improving infrastructure and teaching resources, promoting an inclusive school culture through specific policies, and fostering collaboration among all stakeholders. It also suggests adapting the curriculum and pedagogical practices to reflect the cultural diversity of students. It concludes that IED in indigenous contexts requires a comprehensive approach that considers pedagogical, cultural, and social dimensions, and emphasizes the need for sustained commitment and significant investment in resources and training to achieve inclusive and intercultural education.